Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Student Perceptions of Enhancing the Internship Experience for Online Principal Preparation Programs

Principal preparation programs understand the need for relevant internship activities that bridge the gap between theory and practice (Anast-May, Buckner, & Geer, 2011; Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen (2007). Principal preparation programs utilizing distance technology are also charged with meeting this expectation and the electronic learning technologies have changed learning from restrictive to flexible, accessible, and innovative (Tseng & Gardner, 2016). The internship is a widely accepted program component of principal preparation that provides the student with actual administrative experience during the certification process; however, despite the mandates from national accreditation organizations and state certification agencies, the literature is replete with criticisms concerning the effectiveness of the internship experience (Cheney & Davis, 2011; Darling-Hammond et al., 2007; Fry, Bottoms, & O’Neill, 2005; Perez et al., 2011). Limited data in the form of student feedback, especially as it pertains to learner perceptions of the internship experience, have been collected (Gordon, Oliver, & Solis, 2016). According to Thiede (2012), it is important for faculty to seek out and study what students are thinking and saying about online education as most higher education institutions’ future enrollments may be predicated upon quality online courses

Multimodal design and the neomillenial learner

Two courses delivered in 2004 by the Faculty of Business at USQ were part of an initial trial into a new CD based hybrid model of delivery. This represented a change in the way USQ had previously supplied course materials and so it was necessary to ascertain how students responded to this change. This paper reports on findings from this research and demonstrates that higher levels of student engagement are possible, particularly in the context of nationality, age and gender differences. It investigates possible implications for academia when catering for a range of neomillennial learning approaches initially facilitated by the integration of a range of multimodal learning and teaching strategies. It is true 'one size does not fit all', but that does not preclude us from designing learning experiences that cater for a wide range of learners and particularly for those who learn in non-traditional ways whilst utilizing existing technologies

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Problems and Promises of Using LMS Learner Analytics for Assessment: Case Study of a First-Year English Program

Learning management systems (LMS) are widely used in education. They offer the potential for assessing student learning, but the reality of using them for this is problematic. This case study chronicles efforts by librarians at Marquette University to use LMS data to assess students’ information literacy knowledge in Marquette’s first-year English program

Deconstructing Videotaped Instruction for Online Delivery: Instructional Design in Reverse

This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery.This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery

Second language learning in the context of MOOCs

Massive Open Online Courses are becoming popular educational vehicles through which universities reach out to non-traditional audiences. Many enrolees hail from other countries and cultures, and struggle to cope with the English language in which these courses are invariably offered. Moreover, most such learners have a strong desire and motivation to extend their knowledge of academic English, particularly in the specific area addressed by the course. Online courses provide a compelling opportunity for domain-specific language learning. They supply a large corpus of interesting linguistic material relevant to a particular area, including supplementary images (slides), audio and video. We contend that this corpus can be automatically analysed, enriched, and transformed into a resource that learners can browse and query in order to extend their ability to understand the language used, and help them express themselves more fluently and eloquently in that domain. To illustrate this idea, an existing online corpus-based language learning tool (FLAX) is applied to a Coursera MOOC entitled Virology 1: How Viruses Work, offered by Columbia University

DEVELOPMENT OF BLENDED LEARNING MODEL FOR IMPROVING STUDENTS COMPETENCE IN THE ENGINEERING PHYSICS LEARNING

Engineering Physics at the Faculty of Engineering, State University of Padang is supporting courses for expertise courses. The courses material of Engineering Physics is adapted to the needs of expertise courses in every department. The fact showed that the ability of students to master the concepts of physics is still low. Thus, they face difficulty in applying physics concepts to the relevant expertise courses. Therefore, the students are demanded more to be active and the lecturers are applying a variety of learning methods. The obstacles, face to face time in the classroom to be insufficient to meet these demands. One of learning model that can be applied is a blended learning model. This research aimed to develop a model of blended learning to improve student competencies in engineering physics learning. Research and development of research methods were refer to Borg and Gall models with four stages: a preliminary study, planning, development, and implementation. The development model of learning is done by combining face-to-face learning with a web-based learning (e-learning), so that students have the competence to master and apply the concepts of physics. E-learning programs are developed to support blended learning using e-learning software from Moodle, because it has a complete facility needed. The results showed that the developed learning model was valid, practical, and effective to improve the competence of physics and applied the physics concepts

Research literature review on social work education instructional methods: 1998-2008.

This article presents a review of research studies examining instructional methods reported in the social work education literature published between 1998 and 2008. From a sample of 91 studies, 31 were identified as having used either a single group pre/post test design or a comparison of two or more groups and inclusion of a learning outcome measure. Most of the studies were deficient in either the employment of comparison groups, pre/post designs, utilization of multiple learning outcome measures, or a clear delineation of the connection between teaching methods and learning outcomes. Very few studies were based on previous work. A challenge is made to the field to conduct better designed studies and several suggestions for doing so are offered

Volume 15, Number 01

Full text of Volume 15, Number 01 of Reaching Through Teaching.https://digitalcommons.kennesaw.edu/rtt/1035/thumbnail.jp